Bullying Prevention Information

  • Social Emotional Learning (SEL) Positively Intersects with Bullying Prevention Efforts

    SEL is associated with positive social, emotional, behavioral, and academic outcomes.  Evidenced based SEL programs are an important compliment to bulling prevention.  The following SEL skills can be taught explicitly and enhanced to prevent peer abuse:

    Acquire Knowledge, attitudes, and skills needed to recognize and manage emotions

    Demonstrate care and concern for others

    Establish positive relationships

    Make responsible decisions

    Handle challenging situations constructively

    For more information on bullying and social emotional learning go to:

    Center for Safe Schools:   http://www.safeschools.info/bullying-prevention

    Federal Stopbullying:  http://www.stopbullying.gov/

    Collaborative for Academic, Social, and Emotional Learning:  http://www.casel.org/

     

    The Importance of Teaching Our Children about Healthy Relationships

    Current research suggests that children who bully and children who are bullied have difficulty establishing positive connections and relationships into adulthood. Given this premise it is vital that we talk to our children about healthy relationships.

    As parents, caretakers and caring adults we need to have ongoing conversations with children about their friends, peers and adults with whom they have contact. It is also important to talk about the relationships that are portrayed in popular media and online.

    In order to open the door for discussions with your child, you may consider using open-ended questions like “What is a healthy relationship?”  This may lead to discussion about current real relationships or future hypothetical relationships.  Discussions such as these should be in a place or during a time of day that your child is relaxed and feels safe to talk, for example the dinner table, during a car ride, etc.

    Things to consider when talking with our children about relationships:

     

    -          Is there enough time to have an in-depth discussion?

    -          Have we prepared for the discussion to provide appropriate feedback?

    -          Are we in a comfortable setting to have this discussion?  Is it a place and time a child feels safe to talk?

    -          Are we prepared to listen and not lecture?